Faculty Advisory Council Our University Our Future 2013

Our
University, Our Future: A Faculty Vision for UNC Strategic Directions

prepared by the Faculty Advisory Council to the UNC Strategic Directions Committee1
"Ihavealwaysbelievedthatdedicatingone'slifetothecommoneffortof
advancingourdemocracyandmakinglifealittlebettereachgeneration
2
isthenoblestofcallings."
I. Our Mission
TheUniversityofNorthCarolina(UNC3)StrategicDirectionsInitiativebeganitsprocesstodevelopafiveyearplanin
September2012withPresidentEmeritusWilliamFridayasthemostexperiencedmemberofitsadvisoryboard.His
thirtyyearsasPresidentofUNCandlifetimeofworkonbehalfofNorthCaroliniansgavehimthewisdom,leadership,
andvisiontodiscernthenecessarydirectionoftheUNCsystem.Atirelesscoalitionbuilder,hewasabletogetthe
necessaryresourcestotransformNorthCarolinafromapredominantlyruralstatewithfewsustainableeconomic
developmentprospectsandsignificantpovertytoastatethatisroutinelyratedasoneofthebestplacestolive,work,
raiseafamily,andretire.NorthCarolinaisnowasourceofinnovativeeconomicenterprises,creativeartsandideas,
andadestinationforbusinessesofferinghighqualityworktoawellpreparedlaborforce.Aspartofitsmissionof
servingthestate,theUNCsystemoffersvastnetworksofprofessionalservicesincludinghealthcare,businessand
governmentsupport,libraries,continuingtrainingacrossthedisciplines,andthedevelopmentofculturalresources.
ThissuccesswasaccomplishedthroughPresidentFridaysunwaveringdedicationtoimprovingpublichighereducation
asprovidedforinNorthCarolinasConstitutionof1776.TheConstitutionprovidesthatallusefullearningshallbeduly
encouragedandpromotedinoneormoreUniversities.4TheContinentalCongressof1787articulatedthereasonfor
thisessentialneedforpubliceducationintheyoungdemocracy:knowledge,beingnecessarytogoodgovernmentand
thehappinessofmankind,schoolsandthemeansofeducationshallforeverbeencouraged.5Onlytwoyearslater,this
commitmenttoimprovingsocietythroughthesupportofpublichighereducationwasimbeddedintheUniversity
CharterandhasservedastheguidingprincipleandfirststrategicplanoftheUniversityofNorthCarolina:Inallwell
regulatedgovernmentsitistheindispensabledutyofeverylegislaturetoconsultthehappinessofarisinggeneration,
andendeavortofitthemforanhonorabledischargeofthesocialdutiesoflifebypayingthestrictestattentiontotheir
education.6ThekeytothesuccessofUNCwastheconstitutionalguaranteeinArticle9ofSectionIXthateducationbe
asfreeaspracticable.7TheUniversityhasaccomplishedthisthroughoutits219yearhistorybymaintaininglowtuition,
andthus,preservingtheaffordableaccesstohighereducationthatiscriticaltoimprovingcivicengagementand
participationinourdemocracy.
AlthoughPresidentFridaydepartedthisworldonUniversityDayandbeforethisreportcouldbedevelopedhis
extraordinarystewardshipofNorthCarolinaresourcesinprovidingforpublichighereducationisourmodel:toplanfor
UNCtoadvanceourdemocracyandhopeforabetterfutureforourchildren.Hisnoblecallingisnowours.
1
SusanCannata,UNCP;GeorgieDonovan,ASU;VidyaranyaB.Gargeya,UNCG;DavidA.Green,NCCU;ScottImig,UNCW;TrudyF.C.Mackay,
NCSU;PurificacinMartnez,ECU;ErinMcNelis,WCU;CatherineA.Rigsby,ECU;BrianSims,NCA&T;EddyM.Souffrant,UNCC;RachelWillis,UNC
CH;andLindaWilsonJones,FSU
2
BillFriday,February7,2001
3
UNCreferstoNorthCarolinaspublicmulticampusuniversity,whichiscomposedof16institutionsofhighereducation(baccalaureateand
graduatedegreegrantinginstitutions),andtheNCSchoolofScienceandMath(thenationsfirstpublicresidentialhighschoolforgiftedstudents).
4
NorthCarolinaConstitution,ArticleXLI,1776
5
NorthwestOrdinance,adoptedJuly13,1787,bytheSecondContinentalCongress
6
NorthCarolinaCharter,SectionIX,Section1,1789
7
NorthCarolinaCharter,SectionIX,Article9,1789
25Nov2012(ver.2)FACReportontheUNCStrategicDirectionsInitiative
SectionI(OurMission)PageI.1

PublicEducationinNorthCarolina:TheNeedforExpansionandStrategicPlanning
ThefirstpublicUniversityinthenation,UNCdevelopedalongwithmanyprivateandparochialschoolsthroughoutthe
19thcentury.TheMorrillLandGrantActof1862expandedpubliceducationasitprovidedfederalresourcestodevelop
collegesforthebenefitofagricultureandthemechanicarts.8Thisnationalcommitmenttoadvancejobtraining
supplementedthecriticalfirstmissionofeducatingcitizensforastrongerdemocracyandledtothedevelopmentof
diversecampuseswithdistinctivemissionsthroughoutthestateduringReconstructionandwellintothe20thcentury.
TheGreatDepressionresultedinthefirstconsolidationoftheUniversityin1931,joiningUNCatChapelHillwithNorth
CarolinaStateCollegeandTheWomansCollegeinGreensboro(nowUNCGreensboro).Asthepopulationgrewand
latercollegesanduniversitiesweredesegregated,thesystemgrewtobetterserveallcitizensofthestateandusepublic
fundingmorecosteffectively.Withthefinalconsolidationofpublichighereducationinstitutionsin1971intothe
systemthatexiststoday,9UNChadaclearstrategicmission:thedevelopmentofawellplannedandcoordinated
systemofhighereducationtoimprovethequalityofeducation,toextenditsbenefits,andtoencourageaneconomic
useoftheStatesresources.10
ThiswasthesamechallengebeforetheUNCTomorrowCommissionin2007anditremainstheworkoftheUNC
StrategicDirectionsInitiativetoday.Theextensivelisteningprocess,comprehensivefindings,andproactive
recommendationsdevelopedinthemostrecentplanhavebeenveryusefulinenablingtheUniversitytomakeextensive
progressinarticulationagreements,coordinatingassessmentmeasuresthatareappropriatetoinstitutionsbymission
andsize,andstimulatingsuccessfulcollaborationsthatservethestate.Thearticulationofneedsandopportunitiesfor
theUniversitytocontributetosolutionsremainaccurateandtimely.TheFinalReportof2007providesamoredetailed
longrunagendaforthe21stcentury,butinthereportthatfollowsweofferthePresidentandtheBoardofGovernorsof
theUniversityofNorthCarolinarecommendationsthatenableoursystemtobetterpreparestudentsforcivic
participation,goodwork,andahigherqualityoflifethatcanbesharedbyallinaneraoflimitedresources.These
initiativesfor20132018requireaheightenedfocusonperformanceandaccountability.Boththe2007proposalsand
thosepresentedherewillenhanceUNCsteaching,research,andservicetoNorthCarolina.Together,theyreflectthe
opportunitiesandchallengesahead.
Ourspecificrecommendationsfor20132018aredetailedintheremainingthreesectionsofthisreport.SectionII,The
UNCGuaranteeforBaccalaureateStudy,outlinesthecomponentsforanundergraduatedegreeandsuggestsminimum
commonGeneralEducationscompetenciesamongUNCgraduates.SectionIII,StrengtheningandAssessingAcademic
Quality,discussesnationalandUNCassessmentpracticesandsuggestswaystostrengthenacademicassessmentand
accountabilitywithoutdiminishingacademicquality.SectionIV,FacultyScholarship,highlightstheimportanceofall
formsofresearch,scholarship,andcreativeactivityonourcampusesandsuggestswaytostrengthenfacultyscholarship
anditseconomic,cultural,andeducationalbenefits.And,SectionV,ResponsiblePartnerships,examinestheimportance
ofUNCsservicetoNorthCarolinaandsuggestswaystoenhanceparticipationinserviceactivities.Allofour
recommendationsencouragetheUNCsystemtomoreeffectivelyhonortheConstitutionalguaranteeforbaccalaureate
study;tomoreefficientlystrengthenandassessacademicquality;tobettercollaborateamongcampuses,while
recognizingeachthecampusmissioninlightofinstitutionalhistory;andtobetterleverageoftheexpertiseofthe
facultyinpartnershipwithotherstocreatenewknowledgeandenhanceourabilitytoserveNorthCarolina.
Implementingtheserecommendationswillrequiremoreefficientutilizationofthefacilities,programs,andhuman
resourcesofallthecampuses;employmentofdiverseeducationstrategies;and,mostimportantly,lookingbeyondour
stateborderstoaglobalworld.Itwillrequirearenewedcommitmenttodiversity,fullparticipation,andaccessforall.
MorrillLandGrantActsof1862and1890:DonatingPublicLandstotheseveralStatesandTerritorieswhichmayprovideCollegesfortheBenefit
ofAgricultureandMechanicArtsChap.CXXX,1862
9
TheNorthCarolinaSchoolofScienceandMath,atwoyearresidentialpublichighschoolinDurham,NC,becameafullmemberoftheUNC
systemin2007.
10
NorthCarolinaGeneralStatute116,1971
Weoftenhearthatwetrainforcertaintyandeducateforuncertainty.11Neverhasthatuncertaintybeenmore
guaranteed.Theprimarygoalofthestrategicplanmustbetodevelopandretainthetalentneededtodriveinnovation
andmeettheunknownchallengesahead.
SharedPrinciples
ItiscleartotheFacultyAdvisoryCounciltotheUNCStrategicDirectionsCommittee(FAC)thatthisgoalcanonlybe
reachedbyembracingandbuildingupontheprinciplesonwhichtheUNCsystemwasfounded.Throughoutthereport
itispossibletoidentifyacoresetofbeliefsthatareshared,notonlybythemembersoftheFAC,butbyallorganizations
andfoundationsdedicatedtothestudyofhighereducation(asthestudiesquotedinthisreportindicate):
Wemustrespectthemissionsofeachoftheconstituentinstitutions.Thesemissionsareinstitutionallydriven
andcomplementaryinnature.OnlybynurturingthestrengthsofeachinstitutioncantheUNCsystemthrive.
Research,teachingandserviceendeavorsmustbesupportedatallofourcampuses.Theweightgiventoeach
oftheseareasdiffersaccordingtocampusmission,butnoinstitutionofhigherlearningcandefineitselfassuch
withoutallofthreeoftheseendeavors.
Anystrategicplanmustbeconcernedwiththesocialvalueofhighereducation,aswellaswithitsprivateand
marketvalues.
Academicproductivitymustbedefinedintermsofquantityandquality.
Campusfacultymustbeinvolvedinthedesignandimplementationofstrategicgoalsconcerningacademic
outcomes,scholarship,andservice.Becauseoftheirexpertise,theyarethebestplacedtoknowhowtomove
theirinstitutionsforward.
KeepingthislastprincipleinmindprovedinstrumentalinshapingtheFACrecommendations.Thatiswhythereport
addressesfourkeyareasthatareeminentlyacademic:generaleducation,assessment,research,andcommunity
engagement.
Finally,itisimportanttonotethattheFAChasmadeeveryefforttobaseourreportonfeedbackreceivedfromthe
faculty.But,asaresultoftimepressures,wehavenothadthechancetosystematicallycompileallofthefaculty
recommendationswehavereceived.Onethingisclear:theprinciplessharedbytheFACrepresent our best summary of
the faculty input received during our work on this report.
11
SourcegenerallyattributedtoUnitedStatesMarineCorpsStrategicTraining,originalauthorunknown.
II. The UNC Guarantee for Baccalaureate Study

Themissionoftheuniversity...isaccomplishedthroughinstruction,which
communicatestheknowledgeandvaluesandimpartstheskillsnecessaryforindividuals
1
toleadresponsible,productive,andpersonallysatisfyinglives.
NorthCaroliniansexpectstudentsseekingaUNCundergraduatedegreetomastertheknowledgeandskillsnecessary
for21stcenturycompetitiveness.2Toaccomplishthismission,UNCssixteenundergraduatedegreeawarding
institutionsrequiretheirundergraduatestoengageinalowerdivisioncourseofstudy(commonlyknownasGeneral
Education)thatisfocusedonspeakingandwritingeffectively,masteringskillsinscienceandmathematics,participating
effectivelyinaglobalenvironment,behavingethically,learningtothinkcritically,andmaintainingpersonalwellbeing.
Utilizingthesebasiccompetencies,studentsproceedbeyondthelowerdivisioncourseofstudytoacquireadegreeina
specializedfieldofstudy(i.e.,amajor).
ThisUNCGuaranteeforBaccalaureateStudyencompassestwocomponents:minimumGeneralEducation
competenciesandadegreeinaspecializedstudy.3
WhilethefacultyoftheUNCconstituentinstitutionsareresponsibleforcourseconception,development,content,and
assessment;4thecreationofasetofminimumGeneralEducationcompetencies,alongwithasystemwidecourse
equivalencyportal,willprovideathematicarchitectureforcoursealignmentandarticulationamongcampusesand
makeitpossibleforUNCstudentsandconstituentinstitutionstoaccomplishthefollowingobjectives:
Easilytransferearnedcourses/credithourswithintheUNCsystem;
Facilitategreaterefficiencywithavailablefinancialresources;and
EnhanceseamlessnessbetweenUNCandcommunitycollege,military,andK12partners,byprovidinga
frameworkforidentifyingtransferequivalenciesamongthesegroups.
ThePurposeofGeneralEducation
AttheUNCGeneralEducationSystemSummitatAppalachianStateUniversity,September2728,2012,general
educationfacultyandadministratorsfrom14ofthe16fouryearcampusesaddressedthequestionofwhatarethe
essentialcompetenciesthatstudentsshoulddevelopthroughageneraleducationprogram.Theirresponsestothat
questionareinlinewiththeliteratureregardinggeneraleducationprograms.Lairdetal.,forexample,affirmedthe
valueofgeneraleducationasavehicleformoreeffectivelydeliveringandassessingintellectualskills...andindividual
andsocialresponsibility.5Effectivegeneraleducationprogramsdothefollowing:
NorthCarolinaGeneralStatute1161(b)
TwoofthemajorfindingsoftheUNCTomorrowReportreadasfollows:
UNCshouldeducateitsstudentstobepersonallyandprofessionallysuccessfulinthe21stcenturyand,todoso,shouldenhancethe
globalcompetitivenessofitsinstitutionsandtheirgraduates.
UNCshouldincreaseaccesstohighereducationforallNorthCarolinians,particularlyforunderservedregions,underrepresented
populations,andnontraditionalstudents.
Toattainthesegoals,thefinalcommissionreporthighlightstheimportanceofimprovedcampuscooperationthroughoutthesystemand
enhancedseamlessnesswiththeNorthCarolinaCommunityCollegeSystemandNorthCarolinahighschools.
3
Althoughmanyspecializedfieldsofstudy(majors)havespecificGeneralEducationcourserequirements,campusdisciplinarydegreesdonot
entailcommonrequirementsunlessstructuredinconsortialparadigms.
4
Aswithallcurricula,primaryresponsibilityforthecontent,quality,andeffectivenessassessmentiswithfaculty(SACS3.4.10)[SACSPrinciplesof
Accreditation,p.29].
5
Laird,NiskodeDossettandKuh,2009.Whatgeneraleducationcoursescontributetoessentiallearningoutcomes.JournalofGeneralEducation,
58(2),p.80.
2
SectionII(GeneralEducation)PageII.1
Providestudentswithabroadviewandmultipleperspectivesacrossthedisciplinesnotachievedthrough
individualmajors;
Developintellectualpreparedness,criticalthinking,andcommunicationskillsthroughapplicationand
engagement;and
Raiseawarenessofthefullcomplexityofissuesinourdiverseglobalsocietythroughbroadbasedlearningin
ordertoprepareformeaningfulparticipatingcitizenship.
ThesegoalsaredirectlyalignedwithUNCscommitmenttoeducatestudentstobecontributing,productiveNorth
Carolinacitizensandtoeducatemultidimensionalstudentswhocanadaptandcompeteinthefaceofanuncertainand
unpredictablefuture.
Thereisnotoneparticularcourse,orspecificsetofcourses,thatcanpreparestudentstomeetthevariouschallenges
theywillencounterpostgraduation.ThecitizensofNorthCarolinaseekingauniversityeducationvaryinacademic
preparation,andthecampusesoftheUNCSystemhavevariedmissionsandpathwaystoservetheneedsofourstate.
LeskesandWrightdefinedthreeanchoringconceptsrelatedtogeneraleducationprograms:a)clearprogrammatic
purposeforgeneraleducation,b)resonancewiththeinstitutionsdistinctivemission,andc)transparent,powerfulgoals
andoutcomesoflearning.6EachUNCcampushasimplementedageneraleducationprogramthatsupportsthe
campussmissionandaddressestheneedsandaspirationsofitsstudentpopulation.Itiscriticalthatanysystemwide
GeneralEducationpoliciesbebothflexibleandrespectfuloftheuniquemissionofeachcampus,oftheexpertiseofeach
campussfaculty,andoftheuniquebackgrounds,needs,andaspirationsofeachcampussstudents.
CommonalitiesamongGeneralEducationProgramsAcrosstheUNCSystem
CredithoursforGeneralEducationprogramsinthesystemrangefrom3544credithours,indicatingthatGeneral
Educationisasubstantialcomponentofundergraduateeducation.WhereastheUNCcampusesGeneralEducation
programsvaryindetail,theycontainmanycommonalitiesinprogramcurricula,learningobjectives,andgovernance
procedures.ThesecommonalitiesshouldformthebasisforafacultyleddiscussionofpotentialsystemwideGeneral
Educationrequirements.
Specifically,thefollowingcompetenciesarecommontotheGeneralEducationprogramsatALLofthe16undergraduate
degreeawardinginstitutions:
Criticalthinkingandquantitativeanalysis;
Scientificinquiry;
Communicationskills;
Historicalandsocialperspective;and
Humanexpressionandcreativity.
Inaddition,amajorityofthecampusesGeneralEducationprogramsalsoaddressthefollowing:
Healthandwellnessawareness;
Informationandtechnologyliteracy;and
Globalandculturalawareness,diversity,andcitizenship.
Leskes,A.,&Wright,B.D,2005.Theart&scienceofassessinggeneraleducationoutcomes:Apracticalguide.Washington,D.C.,Associationof
AmericanCollegesandUniversities.
AccreditationStandardsandPoliciesthatGuideGeneralEducationProgramsandAdministration
AsindicatedintheUNCStatementofMission,[t]heUniversityofNorthCarolinaisapublic,multicampusuniversity
dedicatedtotheserviceofNorthCarolinaanditspeople.7Eachoneoftheconstituentinstitutionsshare[s]theoverall
mission(...)todiscover,create,transmit,andapplyknowledgetoaddresstheneedsofindividualsandsociety.Based
onthiscommonobjective,eachoftheconstituentinstitutionshasanappropriatemission,createdwiththeultimate
commonUNCgoaltoservethestateanditsregionsbydevelopinginstitutionsthatcomplementeachother,maximize
resources,andavoidunnecessaryduplication.
ThisgoalofservicetostudentsandsocietyisnotuniquetoHigherEducationinNorthCarolina.Rather,itisanchoredin
commonsharedvaluesandpracticesamongthediverseinstitutionsthatbelongtoTheSouthernAssociationofColleges
andSchoolsCommissiononColleges(SACS),theregionalbodyforaccreditationofdegreegrantinghigherinstitutionsin
theSouthernStates.
TheimportanceofSACSaccreditationtotheUNCSystemresidesinthefactthataccreditationistheonlyreliablewayfor
UNCinstitutionstoprovideameansofcontinuingaccountabilitytoconstituentsandthepublic.Ourstrategicdirections
mustbewellalignedwithSACSAccreditationCriteriatoensurethatUNCinstitutionsconstantlyengageinevaluation,
improvement,andaspreviouslyindicated,accountability.WorthnotingisthefactthatUNCdoesnotreceive
accreditationasasystem,buteachinstitutionreceivesaccreditation.Inotherwords,eachconstituentinstitutionmust
meettheStandardsforAccreditation.Thesestandardsareuniformandflexible:uniformbecauseallinstitutionsin
SACSneedtodemonstratecomplianceandflexiblebecauseeachoftheconstituentinstitutionsmustdemonstratethis
compliancewithinthecontextoftheirresourcesand(...)appropriatetothemission.8
AssessmentofGeneralEducation
Asestablishedabove,diversityofinstitutionalmissionsisastrengthoftheUNCsystemthatmustbepreservedwhen
developingasetofminimalcompetenciestobesharedamongtheUNCGeneralEducationrequirements,butalsowhen
assessingstudentslearning.AssessmentoflearningoutcomesismandatedbySACSinprinciple3.5.1:Theinstitution
identifiescollegelevelgeneraleducationcompetenciesandtheextenttowhichstudentshaveattainedthem(General
EducationCompetencies).TheLuminaFoundation,initsImprovingMeasurementofProductivityinHigherEducation,
recommendstheconstructionofvalidperformancemeasuresthattakeintoconsiderationthedifferentmissionsand
studentcharacteristicsofeachinstitution.9TheFacultyAdvisoryCounciltotheUNCStrategicDirectionsCommittee
(FAC)considerstheuseofunidimensionalmeasuresofstudentslearninginappropriate.TheFACconcurswith
professionalorganizations,suchastheAssociationofAmericanCollegesandUniversity,andexpresseshealthy
skepticismregardingtheuseofstandardizedtestsasassessmenttools.Basedontheevidenceofferedbymembersof
theFACwhoseinstitutionshaverecentlycompletedorarecurrentlypreparingforSACSaccreditation,UNCconstituent
institutionshavediligent,rigorousassessmentpracticesthatdocumentwhatlearningistakingplaceoneachcampus.
AswiththeobviousexistingcommonalitiestotheGeneralEducationprograms,thesepracticesmightnotbesufficiently
public,transparentandcoordinated.
RecommendedStrategicGoalsandDirections
GeneralEducationrequirementsandassessmentattheconstituentUNCinstitutionsmustbeframedwithinthethree
foundationsuponwhichpublichighereducationinNorthCarolinaisbuilt:SACS,theUNCStatementofMission,andthe
complementarymissionsofeachoftheconstituentinstitutions.
Seehttp://www.northcarolina.edu/about/mission.htm.
SeeSACSPrinciplesofAccreditationathttp://sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf,p.2.
9
Seehttp://www.nap.edu/openbook.php?record_id=13417&page=R1,p.37.
8
Keepingthesefoundationsinmind,theUNCsystemmustensuretheexcellenceofGeneralEducationforallUNC
students,aswellasthealignmentandarticulationofGeneralEducationcompetenciesacrossUNCandwiththe
NorthCarolinaCommunityCollegeSystem(NCCCS).Importantly,thistypeofarticulationandalignmentrequiresthat
facultyinbothUNCandNCCCSdiscussthecontentandlearningoutcomesexpectedineachcourse.
ToensurethatallUNCstudentscontinuetoreceivethehighestqualityundergraduateeducation,theFACrecommends
theadoptionofthefollowingsystemwidestrategicgoalsanddirections:
GOAL1.ProvideseamlesseducationalopportunitiesacrosstheUNCsystemcampusesandwiththeirNCCCS,
EarlyCollege,Military,andK12partners.
StrategicDirections
1.1
Createasystemhostedandpublicallyavailableportalofcourseequivalencies.
1.1.1 Developacomprehensiveequivalencieslibrary,organizedbyGeneralEducation
competencyarea,sothatUNCcampusescansharetransferinformationaboutGeneral
Educationcompetencyrequirements.
1.1.1.1 Becausefacultyoneachcampuswillretaincontroloverthelearningobjectives
andoutcomesineachcourse,contentarea,andGeneralEducationprogram;effective
establishmentoftheequivalencieslibrarywillrequirethatfacultygroupsfromeach
campusconvenetooutlineminimumobjectivesandoutcomesineachcompetency
area.
1.1.1.2 TheequivalencylibraryshouldincludeALLequivalencies(notsimplyGeneral
EducationequivalenciesorUNCcampusequivalencies)thatareapprovedbythevarious
UNCcampuses.
1.1.2 PorttheequivalencylibrarytoanEquivalencyPortalaUNCsystemhostedplatform
thatpullsdatafromcampusplatforms(e.g.,BannerandPeopleSoft)andisavailabletothe
publicthroughtheUNCsystemwebsite.
1.1.3 Ensurethatcurrentandprospectivestudents,aswellasacademicadvisors,caneasily
accessandsearchthismegadatabaseofcourseequivalencies.
1.1.4 EnsurethatboththeequivalencylibraryandtheEquivalencyPortalarecontinuously
updated.
1.2
ExpandthesuccessfulandongoingcollaborationwiththeNCCCSontheComprehensive
ArticulationAgreement(CAA)sothatcoursesincludedintheCAA(currentlytrackedviaTransfer
Navigator)areincorporatedintotheEquivalencyPortal,henceallowingseamlesstransfermapping
acrossallaccesspointstotheportalandbetweenUNCcampusesandtheNCCommunityCollege
System.
GOAL2.GuaranteeasetofminimalcompetenciesforGeneralEducationprograms,basedon
recommendationsfromfacultyfromacrosstheUNCsystem,toassureseamlesstransferopportunities
betweentheUNCsystemcampusesaswellastheNCCCS.
StrategicDirections
2.1 FormastatewideGeneralEducationCounciloffacultychargedwithgovernanceoftheGeneral
EducationprogramsfromacrosstheUNCSystemtoundertakeacomprehensivereviewofexisting
GeneralEducationprogramsacrossallsixteenUNCundergraduatedegreeawardinginstitutionsand
recommendasetofminimalcompetenciesforGeneralEducationprogramsthatwillstrengthenand
streamlinelearningoutcomesinGeneralEducation.
2.1.2 UsetheresultsoftheGeneralEducationCouncilsreviewtoformthebasisforasystem
widediscussiontodetermineasetofcommonGeneralEducationcompetenciesacrossUNC.
2.1.3 SupportGeneralEducationprogramsthatincorporatethemissionofeachofthe
constituentinstitutionswhileconsideringadoptionofcommonGeneralEducation
competencies.
2.1.3.1 ConsiderthefollowingGeneralEducationcompetenciesforinclusionintheset
ofcommonGeneralEducationcompetencies:
Criticalthinkingandquantitativeanalysis;
Scientificinquiry;
Communicationskills;
Historicalandsocialperspectives;
Humanexpressionandcreativity;
Healthandwellnessawareness;
Informationandtechnologyliteracy;and
Globalandculturalawareness,diversity,andcitizenship.
2.1.3.2 Generaleducationprogramcompetenciesarenottobelimitedtotheseeight
areasandshouldbealignedwiththemissionofeachinstitutionandthebackgrounds,
needs,andaspirationsoftheirstudents.
2.1.4 FrametheestablishmentofacommonsetofGeneralEducationrequirementsforUNC
withinthethreefoundationsuponwhichpublichighereducationinNorthCarolinaisbuilt:
SACS,theUNCStatementofMission,andtheuniqueandcomplementarymissionsofeachof
theconstituentinstitutions.
2.2
EstablishaUNCMilitaryCourseEquivalenceCommittee,madeupofGeneralEducationfaculty
fromacrossthesystem,andutilizingtheAmericanCouncilonEducation(ACE)model,toworkwiththe
GeneralEducationCounciltodeterminehowspecificcoursesarticulatewithanycommonGeneral
Educationcompetencies.
2.3
By2018,eliminateallartificialimpedimentsormeaninglessrequirementsonthetransferof
academiccreditamongall16undergraduatedegreeawardingconstituentinstitutions10.
2.3.2 EnsurethattransferspecialistsoneachcampuswillutilizetheEquivalencyPortalin
assessingcreditsforstudentstransferringintotheUNCsystemfromprivateschoolsinNorth
Carolina,fromnonstateschools,andfromstudentswithmilitaryexperienceandcoursework.
GOAL3.Preparestudentsforsuccessandcitizenshipinarapidlychangingworldandglobaleconomy.
StrategicDirections
10
SACSStatementonTransferofAcademicCreditathttp://sacscoc.org/pdf/081705/transfer%20credit.pdf.
3.1
Improvestudentproficiencyin21stcenturylifeskillssuchascriticalandcreativethinking;
analyticalreasoning;problemsolving;oralandwrittencommunication;teamwork;andinformationand
technologyliteracy.
3.2
Increasestudentsabilitytosucceedinadiverseandglobalsocietybyfosteringhistorical,social,
civic,global,anddiversityawareness.
3.3
Fosterintellectualhabitsofthemindthatstudentswillbeabletoapplytoawidevarietyof
situationsintheirpersonalandprofessionalendeavors.
3.4
Developtoolsthatassessandverifystudentsunderstanding,application,andmasteryofthe
21stcenturylifeskillsneededineveryprofessionalendeavor.
GOAL4.EnsuretheexcellenceofGeneralEducationforallUNCstudents.
StrategicDirections
4.1
AtallUNCinstitutions,allGeneralEducationcourseswillmeettransferlevelqualitySACS
accreditationstandards.11
4.2
AnychangetoacampussGeneralEducationprogrammustbeassessedformappabilitytothe
equivalencylibraryandtheCAAbeforethechangeisimplemented.
4.3
EnsurethatfacultyinboththeUNCandNCCCSdiscussthecontentandlearningoutcomes
expectedinanyGeneralEducationprogramsandcreateandpromotecontinuedcollaborationand
discussion,suchasdualsystemsummits,opentoallfacultysupportingandadministeringGeneral
EducationprogramsintheUNCandNCCCSsystem.
4.4
EnsurethattheGeneralEducationrequirementsinallUNCinstitutionshavethefollowing
minimumcharacteristics:
Aminimumof30semesterhoursorequivalentwithatleastonecoursefromeachofthe
followingareas:humanities/finearts,social/behavioralsciences,andnatural
science/mathematics(SACS2.7.3)[SACSPrinciplesofAccreditation,p.12];
ArticulateacrossallinstitutionsaspartofeachcampusGeneralEducationrequirements;
Consistofcoursesthatdonotnarrowlyfocusonthoseskills,techniques,andprocedures
specifictoaparticularoccupationorprofession(SACS2.7.3)[SACSPrinciplesof
Accreditation,p.12];
Bedirectlyrelatedandappropriatetothemissionandgoalsoftheinstitutionandthe
diplomas,certificates,ordegreesawarded(SACS4.2)[SACSPrinciplesofAccreditation,p.
39];
PermitthehistoricdiversityandstrengthsoftheUNCcampusestobuilduponthecommon
corecourseswithadditionalGeneralEducationrequirementsthatareinstitutionspecific
(notexemptedbytransfercredit)andwhichtogetherrepresentthefullGeneralEducation
requirements;and
11
SeeSACSPolicyonQualityandIntegrityofUndergraduateDegreesat
http://sacscoc.org/pdf/081705/Quality%20and%20Integrity%20of%20Undergraduate%20Degrees.pdf,p.1.
Articulatewithotherstatewideinitiativesthatexistforachievingcollegecoursecredit
towardundergraduatedegrees,i.e.,theComprehensiveArticulationAgreement(CAA)that
beganin1997andoutlinesthetransferofcoursecreditfromthe58campusesintheNCCCS
toUNCcampuses,theCareer&CollegePromiseinitiative,andEarlyCollegeHighSchool
programs.
4.5
Ensurethat,inadditiontonormalcampusbasedGeneralEducationassessment,anycommon
systemwideGeneralEducationalcompetencieswillbeevaluatedandassessedperiodicallybyan
interdisciplinarygroupoffacultyusingappropriatesharedgovernancestructuresandprocedures.
4.5.1
Inventoryinstrumentscurrentlyusedtoassessgeneraleducation.
4.5.2 Increaseeffortstowardtheestablishmentofstatewidedatacollectionofstudent
learningtobetterillustratethescopeandmagnitudeofpostsecondaryassessment.Theresults
oftheassessmentshouldalsobemadepublic.
4.5.3 Assessstudentslearningofcommonlyagreedlearninggoalsattheinstitutionallevel,
ensuringthatinstitutionsmakepublicboththeirassessmentmethodsandtheresultsofthose
assessments.
4.5.4
EnabletheGeneralEducationCounciltotakethefollowingassessmentrelatedactions:
ConsiderthecreationofstandardizeddefinitionsforGeneralEducationCompetencies
(i.e.,standardizeddefinitionsforcriticalthinking,quantitativeanalysis,etc.),and
Considerthedevelopmentofatemplateforreportingofassessmentofstudentlearning
gainsinGeneralEducation
III. Strengthening and Assessing Academic Quality

Teachingandlearningconstitutetheprimaryservicethattheuniversity
renderstosociety.1
ThefacultyoftheUNCsystemiscommittedtodeliveringhighqualityprogramsdesignedtocreategraduateswhohave
theskills,competencies,attitudes,andknowledgetobewellpositionedforsuccessinaglobal,everchangingsociety.
Toensurequality,eachcampusengagesinrigorous,varied,andfrequentassessmentofstudentlearning.Multiple
methodsofassessmentareemployedtocorrelatewiththeuniquenature,mission,andstudentbodyofeachinstitution
andtocapturethecomplexityofstudentlearningonourcampuses,includingthefollowing:
Embeddedpreandpostlearningassessmentstodeterminethelevelofcontentlearninginourcourses;
StandardizedtestinginnationallyusedassessmenttoolssuchastheCollegiateLearningAssessment(CLA)
ortheNationalSurveyofStudentEngagement(NSSE),locallydevelopedassessmenttools,anddiscipline
specifictests;
Writingacrossthecurriculumandwritinginthedisciplineprogramswhichemployteamsoffacultyto
evaluateofstudentimprovementastheyprogressfromfreshmantograduates;
Studentachievementratesaftergraduation(includingratesofemployment,employersurveys,
licensure/certificationpassrates,andacceptanceratesingraduateschool);
Surveysofstudent'sselfassessmentofthecollegeexperienceincludingtheGraduatingSeniorSurveyand
locallydevelopedtests;
Capstoneexperiencessuchasinternships,communityserviceprojects,orotherexperientiallearning
situationsinwhichstudentshavetheopportunitytousecrossdisciplinaryskillsandknowledgeinprojects
thatbothsupportthestateandofferstudentsrealworldexperience;
Portfolioswhichcapturemultipleprojectsacrossthecourseofastudent'scollegecareer;
Overallassessmentsofretentionandgraduationrateofstudents(suchasthe4,5,and6yeargraduation
rates,thefreshmantosophomoreretentionrate,andgraduationratesdisaggregatedbydisciplineorother
categoryofstudent);and
Externalpeerreviewofacademicprogramsandofassessmentplans.
PeterEwell,inhisTheQualityAgenda:AnOverviewofCurrentEffortstoExamineQualityinHigherEducation,outlines
multipleandcomplexassessmentmethodsincludingnonstandardizeassessmentsandurgesuniversitiesand
universityfacultytoactivelypursuemultidimensional,authentic,andmeaningfulassessment.2TheUNCsystem,withits
useofmultiplemethodsofassessmentforaligningwithcompliancestandardsoftheSouthernAssociationofColleges3
andfordisciplinaryaccreditationsinmultiplesubjectareas,isalreadyalignedwithbestpracticesinhighereducation.
Oneofthekeystoassessingthesuccessofanyprogramistodefinespecificoutcomesrelatedtothemissionofeach
institution.Eachcampusfacultyandadministrationisbestsituatedtoassessstudentlearningforbothdegreespecific
skillsandthebroaderoutcomesthatareanchoredinGeneralEducation,communicatingacrossthecurriculum,global
diversity,leadership,servicelearning,andcapstonerequirements.Thiscouplingofcorecompetencies(e.g.,strong
GeneralEducationcompetencies)anddisciplinarycontentknowledgehasbeencitedbyemployersofUNCgraduatesas
criticaltosuccess.4
NorthCarolinaGeneralStatute1161(b).
PeterEwell,DiscussionPaperatwww.nchems.org/pubs/detail.php?id=152
3
SeeSACSCOCPrinciplesofAccreditationatwww.sacscoc.org/principles.asp
4
Paneldiscussion,UNCStrategicDirectionsAdvisoryCommittee,October,2012
(http://elvis.mediasite.mcnc.org/mcnc/SilverlightPlayer/Default.aspx?peid=85285d9ae5dc4d268fccce60eade44461d).AlsocitedinUNCTomorrow
http://www.northcarolina.edu/nctomorrow/reports/commission/Final_Report.pdf.
2
SectionIII(AcademicQuality)PageIII.1
Appropriateassessmentprocessesmustnotbelimitedtoanyonemeasurethatattemptstocaptureallofthe
complexityofthedesiredcompetencies.Usefulassessmentassessmentthatresultsinafullpictureofwhatisworking
(andnotworking)topreparecollegestudentsfortheircareersandlivesusesmultiplemethodologies,includes
longitudinalstudiesofstudentperformance,isformativeinnature,iscoupledwithacontinuouscycleofimprovement
designedtomaximizethesuccessofourstudents,andmustembodycreativity,adaptability,reliability,andvalidity."5
Twogroupswithrecentlyproposedmodelsforassessment,theAmericanAssociationofCollegesandUniversities
(AACU)6andtheLuminaFoundation,7bothsuggestthatassessmentmodelsshouldbeviewed(andused)as
springboardsforinstitutionadapted,missiontailoredassessmentprocesses.
TheFacultyAdvisoryCounciltotheStrategicDirectionsCommittee(FAC)assertsthat,becausefacultymembersaremost
familiarwithboththecorefunctionsoftheinstitutionandwiththeprocessoflearningintheirdisciplines,theyarealso
bestplacedtomakerecommendationsthatwouldimproveteachingandresearchandenhanceoverallacademic
quality.Wealsoconsider,asstatedintheprevioussectionofthisreport,theuseofunidimensionalandstandardized
measuresofstudentlearninginappropriate.Hence,andinagreementwithsimilarsuggestionsbyEwell,theAACU,and
theLuminaFoundation,werecommendthattheUNCsystemcreateaFacultyAssessmentCouncilthatwillbecomethe
systemsexpertsonassessmentbestpractices;willdistributebestpracticeinformationtocampuses,sothateach
campuscanconsiderhowtoadaptthosepracticesfortheiruniquemissionandtheiruniquestudentpopulations;and
willcollect,evaluate,andmakepublic,assessmentpracticesanddatafromalloftheUNCsystemcampuses.
Importantly,highqualityprogramsofstudyrequirehighquality,fulltimefacultywithacommitmenttotheinstitution
andadequateresources.Suchprograms,andtheassessmentofthoseprograms,arelaborandresourceintensive.
However,thislaborisworthwhileifassessmentandattentiontoacademicqualityisnotusedmerelyasarequirement
forreaccreditationorforadvocatingforresources,butasatooltoanalyzetheeffectivenessofourcurriculumand
studentservicesandtoimprovehighereducationprograms.
GOAL1:Ensurestudentreadinessforcareerandlife.
StrategicDirections
1.1
Provideanexperientiallearningexperienceforeverygraduate.
1.1.1 Examplesmightincludestudentteaching,internships,practica,clinicalexperiences,
servicelearning,orcollaborativeresearch.
1.1.2 Evaluatetheimpactonstudentlearningoftheseexperiencesusingmultiplemeasures
(e.g.,employersurveysofinternshipexperiences;NSSEscores;improvementinretentionand
graduationrates;measureofimpactoncommunityorstate).
1.2
Guaranteeglobalreadinessinourgraduates.
1.2.1 Measureandincrease,forexample,thepercentageofstudentsparticipatingin
internationalinternships,thepercentageoffacultymembersparticipatingininternational
experiences,thenumberofstudentexchangeparticipants,theinfusionofglobaleducationinto
curricula,andtheabilityofourstudentstocommunicateinnonEnglishlanguages.
Seehttp://assessment.uconn.edu/docs/resources/AAHE_Principles_of_Good_Practice.pdf
Seehttp://www.aacu.org/VALUE/rubrics/index.cfm
7
Seehttp://www.aacu.org/VALUE/rubrics/index.cfm
6
1.3
Ensurethateverygraduatehasaneducationalexperiencethatisdesignedtointegrateaspects
oftheirdegreemajorwithconceptsandGeneralEducationcompetenciesdevelopedthroughouttheir
undergraduatestudies.
1.3.1 Thisexperiencecouldbemanifestedinacapstoneexperienceoraneportfolio.
Examplesofsuchcapstoneexperiencesinclude,forexample,amajorprojectorthesis
completedduringaseniorseminarcourse,asitebased,disciplinarysummersemesterfield
experiencewithrequireddisciplinaryoutput(reports,etc.);aninternshipandreflectiononthat
internship;oraperformanceorpublicpresentationrelevanttothestudentsdiscipline.
1.4
Enhanceresourcesforcareercentersoncampusesandintegratecareercounselingwith
academicadvising.
GOAL2:Becomeanationalleaderinhighqualityassessmentthatcapturesandreflectsthecomplexnature
ofstudentlearning.
StrategicDirections
2.1
Usetheuniversitysystemsprogramsinhighereducation,psychology,andbeyondtodevelop
moresophisticatedtoolsforassessingstudentlearningandtobecomeanationalleader,asasystem,in
studentlearningoutcomesassessmentmethods,strategies,andtools.
2.1.1
Scrutinizetheevidencesupportingreliabilityandvalidityofassessmentmethods.
2.1.2
SharenewtoolsbroadlyandfreelyacrossUNCSystemcampuses.
2.1.3 Usemultipleinstrumentstoeffectivelycapturethecomplexityofstudentlearning.Use
atleasttwoassessmenttechniquestoanalyzeanylearningoutcome.
2.1.4 Disaggregateresultsbyacademicprogramtodiscoverstrengthsandreplicable
practices.
2.2
Focusinabalancedwayonassessingmultipleareasoflearning.
2.2.1 Developafacultyled,representativecommitteeaFacultyAssessmentCouncilto
designcompetenciessharedbyallofthecampuses.PossibilitiesincludeAACUslearning
outcomesorthoseintheLuminaFoundationDegreeQualificationsProfile.
2.2.2 Useasharedapproachtolearningoutcomesforbasicareasoflearning:describewhata
studentshouldbeabletodoordemonstratetoexhibitattainmentoftheoutcome.
2.2.3 Emphasizeassessmentconductedandownedbyfacultyandassessmentthatis
formativeinnature(i.e.,designedtoinformandcontinuallyimprovethequalityofprograms).
2.2.3.1 Providesupportandfacultydevelopmentopportunitiestoencourage
facultytousepedagogicalmethodsthathavebeenprovenmoreeffective(active
learning,blendedclassrooms,elearning,collaborativelearning,etc.).
2.2.4 CreateastatewidegroupoffacultyfromacrossUNCtoidentifysuccessfulstrategiesfor
writingprogramsandtoworkwithappropriatefacultytoimprovecampusprogramsand
enhancestudentswritingandoralcommunicationcompetencies.
2.3
Enablecampusestoattractandretainfacultymemberswhomakeapositiveimpactonstudent
learning.
2.3.1 Supporttheeffortsoffacultyandstafftoidentifyactivitieswiththegreatestpotential
forsuccessinfosteringstudentlearning.
2.3.2 Supportfacultyininitiativestocreatemeaningfulcapstoneexperiences,experiential
learning,assessmentmethods,andcollaborativeresearchprojects.
GOAL3:Ensurethetransparencyofassessmentdataandopencommunicationwithstakeholdersabout
academicquality.
StrategicDirections
3.1
Demonstratetransparencytostakeholdersbymakingmoreinformationvisibletothepublic
includinglearningoutcomes,assessmentmethods,andassessmentdata.
3.1.1 Developorbetterutilizesharedcontainersforfacultyandstudentpublications,
universitywhitepapers,studenteportfolios,coursesyllabi,andasystemwideassessment
databaseportal.
3.1.2 PublishallcampusSACSevaluationsandreportsoncampusassessmentwebsitesand
publishlinkstothosewebsitesonasystemhostedassessmentwebsite.
3.1.3 Makemoreinformationavailableforpublicfeedbackviatheweb,listservs,social
media,andportals.
3.2
DemonstratethevalueaddedperstudentofafouryeardegreefromaUNCSystemschoolby
trackinggraduatesfor5,10,20,30,and40yearspastgraduation.
3.2.1
Trackourgraduatesusingmultiplemetricssuchasthefollowing:
Economicstatus(e.g.,income,taxbase,charitablegiving);
Employmentandcareermobility(e.g.,careerladderwithinafieldorabilitytomove
amongmultiplefields);
Civicwellness(e.g.,participationinvoting,volunteering,servicework,relianceon
government.programs,incarceration,involvementinchildrenseducationand
development);and
Individualbenefits(e.g.,health,happiness,stress).

IV. Faculty Scholarship: Partnering with North Carolina for a Vibrant Future
Themissionoftheuniversity...istodiscover,create,transmit,andapplyknowledgeto
addresstheneedsofindividualsandsociety.Thismissionisaccomplished[inpart]
through...research,scholarship,andcreativeactivities,whichadvanceknowledgeand
1
enhancetheeducationalprocess.
Scholarshipincludesamultitudeoffacultyactivitiesthatseektoadvancehumanknowledgeforthebettermentof
society.2IntheUNCsystem,scholarshipincludesintellectualcontributionsinbasicandappliedsciences,humanities,
arts,socialsciences,andprofessionaldisciplines(e.g.,healthcareandmedicine,education,law,andbusiness).
FacultyoftheUNCsystemstriveforthehighestlevelofscholarship,recognizingthecrucialrolethatresearchand
creativeactivityplaysintheoverarchingmissionofhighereducation:assimilationanddisseminationofnewknowledge,
andpromotionofunderstandingofparticularandgeneraltopicsrelatedtoindividuals,organizations,communitiesand
societies.TheUniversitysystemandothermajorinstitutions,suchastheNationalResearchCouncil,3considerfaculty
scholarshiptoexistsynergisticallyandintrinsicallywithteaching.Theresearch,teaching,andserviceactivitiesinwhich
facultyengageenhancetheknowledgebaseofthefaculty,thestudents,andthedisciplines;andsocietyreapsthegains
fromapplicationofthisknowledge.
FacultyattheconstituentinstitutionsoftheUNCsystemhavebuiltasolidreputationforscholarshipthatsupportsthe
needsofthestateanditsindustryandcreatesthenewtechnologies,ventures,andprogramsthatattractbusinessesto
ourstate.Thesystemsdedicationtojointendeavorsofscholarshipandteachinghasenabledustofurtherthe
economic,social,andculturalwellbeingofthestateandtoprovideourstudentsopportunitiestodevelopthenecessary
skillsforasuccessfulfutureinNorthCarolina.Ithasenabledustomovebeyondsimplytrainingourstudentsforthe
certaintyofasinglepursuit,toeducatingourcitizensforanuncertainfuture.4
BasicResearch
Basicscientificresearchisthecuriositydrivenpursuitofknowledgetogainanunderstandingoftheworldaroundus.
Knowledgeisthemostimportantassetwecanpasstofuturegenerationsandisintrinsicallyvaluableregardlessof
immediatepracticalapplications.Atthesametime,knowledgegainedbybasicresearchhasoftenresultedin
spectacularandunexpectedpracticalapplications,provingthatknowledgemustprecedeapplication.5Thereare
countlessexamplesofimportantapplicationsofbasicresearch,includingthemostrecentNobelPrizeinChemistryto
RobertLefkowitzandBrianKobilkafortheirdiscoveryofGproteincoupledreceptors,againstwhichmanytherapeutic
drugshavebeendeveloped.Otherexamplesincludethecuriositydrivenstudyofthetheoryofgravity,whichprovided
theknowledgethatledtothedevelopmentofGPSandweathermonitoringsatellites;basicopticalphysicsresearchthat
providedtheknowledgeforthedevelopmentofthelaserandnewmethodsofcommunication;andthemathematical
studyofnumbertheorythatprovidedtheknowledgeforcryptology.
Inallcasestheapplicationsofnewknowledgewereunforeseenatthetimeofdiscovery,therewasalonginterval
betweenthediscoveryanditsapplication,andtheapplicationwasultimatelyhighlyprofitable.Althoughbasicresearch
isoftenjustifiedbecauseitmayturnintopracticalapplications,itisimportanttorecognizethatthepursuitof
NorthCarolinaGeneralStatute1161(b).
EarnestL.Boyer,1990,ScholarshipReconsidered:PrioritiesoftheProfessoriate.Princeton,NewJersey:PrincetonUniversityPress.TheCarnegie
FoundationfortheAdvancementofTeaching,147pp.
3
NationalResearchCouncil(http://www.nationalacademies.org/).
4
SourcegenerallyattributedtoUnitedStatesMarineCorpsStrategicTraining,originalauthorunknown.
5
MaxPlanck,1919(www.mpg.de)
2
SectionIV(Research)PageIV.1
knowledgeforitsownsakeisanimportantactivitythatmustbesupportedasalongterminvestment,layingthe
foundationsforfutureinnovationandprosperity.Therefore,theUNCsystemmuststronglysupportbasicresearchfor
itsownsake;aswellasforthemorepracticalbenefitsofknowledge,spinoffsandtraining.Basicresearchsustainsand
fosterstechnologicaldevelopment,trainsscientistswhoworkinindustry,andcreatesnetworksofresearchers,
industries,andacademia.Basicresearchalsoattractstheinnovatorsofthefutureintoscience.
ResearchintheArts,Humanities,andProfessionalDisciplines
Itisimportanttorecognizethatresearchintheartsandhumanitiesgoeshandinhandwithscientificinquiry.6
Commerceandindustry,asaportionofhumanlife,arefinancialtransactions;buttheyarealsoaboutunderstanding
humanbeliefsandneedsinthebroadestsense.Humanitiesandsocialscienceresearchaddressesthesebeliefsand
needsbyreflectingontheworldandtheindividualthroughmultiplelenses.Humanitiessystematicallyreflecton
differencesinmeaning,mentality,andworldview.Researchersinthehumanitiesandsocialscienceschallenge
themselvesandtheirstudentstohelpconsideralternativewaysofseeing,feeling,andunderstandingthings.Without
strongsupportofresearchinthoseareasstudentswillnotlearncriticalawareness,willnotdevelophistoricaland
politicalconsciousness,socialsensibility,andaestheticperception.Inotherwords,theywillnotacquirethecomplete
setofskillsnecessarytofunctioninthe21stcenturyworld.
Examplesofthetypesofresearchbeingconductedbyhumanities,socialscience,andprofessionaldisciplineresearchers
intheUNCsystemincludeinvestigationofthepsychologicaltraumaofadolescentsinsingleparenthomes;how
language,writing,andunderstandingareshapedbynewmedia;howthelessonsofhistorycanbeusedtobetter
understand(socialandscientific)climatechange;howNorthCarolinaandUnitedStatesconstitutionaljurisprudences
addresstheneedsofadiversesociety;whatpedagogicalskillsarerequiredtoaddressthevariousneedsofour
multiculturalandmultinationalstudentpopulation.CreativeactivitiesofUNCfacultyimprovethequalityoflifeinour
communitiesbyprovidingthemusic,theater,art,andotherculturalactivitiesthatenrichhumanlivesandmakeour
stateaninvitingplacetolive.Scholarshipintheartsalsodirectlyenhancestheeconomy,forexample,byexpanding
culturalactivitiesinsupportofNorthCarolinastouristindustryandexpandingthepublicartspresencetoassistin
attractingemergingknowledgebasedindustries.
MaintainingExcellence
Whileournationtransitionsfromaregionalindustrydominatedeconomyintoaglobalized,technologydriveneconomy,
theroleofknowledge,research,andtechnologicaldevelopmentpreciselythedomainofuniversityscholarship
becomesevermoreprominent.Tokeepourcompetitiveedge,UNCmustcontinuetoleadinresearchandscholarly
activity,ensuringthatthefacultyhastheappropriateinfrastructuretobecompetitivetoattractextramuralsupportboth
nationallyandinternationallyandtheexpertiseneededtopreparestudentsforsuccessinanincreasinglydatarichworld.
Ourappliedresearchmustbeabletorespondtotheneedsinpharmaceutical,financial,telecommunication,energy,
transportation,computer,andcyberindustries,amongotherlocal,national,andglobalneeds.And,ourscholarshipmust
extendintoourschoolsandcommunities,tohelpourcitizensdeveloptheexpandingandevolvingsetsofskillsthatthey
willneedtocompeteandsucceedinaworlddefinedbycreativity,intangibleassets,globalissues,networkeddigital
structures,andelectronicmedia.Whilemanycitizensarealreadypreparedandarepositionedtotakeadvantageofour
changingworld,UNCmustbemindfulofthevariousconstituentsaroundthestateandassurethatnogroupisleft
unprepared.Wemuststrivetopreparethecitizensofourstatetobecreativeandcriticalthinkerswithbothknowledge
oftheworldandtheabilitytoforgepathwaystoexcellence.
TheSouthernAssociationofCollegesandSchoolsCommissiononColleges(SACS)requiresthateachofourcampuses
provideongoingprofessionaldevelopmentoffacultyasteachers,scholarsandpractitionersandfacilitiesand
learning/informationresourcesthatareappropriatetosupport[theinstitutions]teaching,researchandservice
ForanindepthlookattheroleonHumanitiesinthe21stcentury,pleaseseeReflectingontheHumanities.AspecialeditionofDaedalus.Journal
oftheAmericanAcademyofArtsandSciences.Winter2009.
mission.7Ifwearetosucceedinourmissiontothestate,itisimportantthatwerecognizetheuniquemissionsofour
constituentcampusesandthatmissionappropriateresearchandcreativeendeavorsbesupportedonallofthose
campuses.
ToensurethatallUNCstudentscontinuetoreceivetheeducationalbenefitoftheresearchandcreativeactivityofUNC
facultyandtoensurethatthestateofNorthCarolinacontinuestobenefitfromtheUNCfacultysscholarlyproductivity,
theFacultyAdvisoryCounciltotheUNCStrategicDirectionsCommitteerecommendstheadoptionofthefollowing
systemwidestrategicgoalsanddirections:
GOAL1:MaintainandenhancefacultyresearchandcreativeproductivitytoensurethattheUNCcampuses
remaincompetitiveandinnovative.
StrategicDirections
1.1
AttractandretainthebestfacultytoUNCcampuses.TheUNCsystemfacesstrongcompetition
fromotherstatesandinternationally.ToattractandretainthebestfacultyatallofourcampusesUNC
mustensurethatfacultysalaries,benefitsandinfrastructureremaincompetitive.
1.2
EnsureUNCresearchisnationallyandinternationallycompetitive.Researchinfrastructureon
manyUNCcampuses(e.g.,laboratoryandstudiospace,sharedequipment/corefacilities,computational
andITresources)mustbecontinuallymaintainedandupgraded.
1.3
IncreaseopportunitiesforcollaborativeresearchamongUNCcampuses.Becauseofthevarious
campusmissions,researchandcreativeendeavorsvaryamongthecampuses.Thereis,however,much
scopeforcollaborativeresearchthatcapitalizesontheuniqueandcomplementarystrengthsand
resourcesofeachinstitution.Interinstitutionalcollaborationwillmaximizeexistingresources,avoid
unnecessaryduplication,andstrengthenUNCsabilitytoberesponsivetothestatesneeds.
1.4
Enhancetheexcellenceofoursystemslibraries.
1.4.1 IncreaseUNCcampuswideaccesstodigitalscholarlyresourcesandcorefacilities.This
willavoidduplicationofeffort,helpreducelibrarycostsacrosstheUNCsystem,andenable
facultyaccesstoallcorefacilitiesatanyinstitutionatthesubsidizedrateofthehostinstitution.
1.4.2 Ensurethateverycampushasaresearchlibrarythatisconsistentwithitsmissionandis
staffedbyprofessional,researchandteachingactivelibrarians.
1.5
Enhancethefacultysabilitytoconductinterdisciplinaryresearch.
GOAL2:Maintainandenhancetranslationalresearchandcreativeactivitiesthatprovideguidanceand
supporttolocal,national,andinternationaleconomic,political,andculturaldevelopment.
StrategicDirections
2.1
Buildfacultyexpertisethroughresearchandcreativeendeavorsatourregionalcampuses,
consistentwiththecampusmissions,toprepareforfuturechallengesandenhanceourcommunities
andourstate.
SeeSACSCOCPrinciplesofAccreditationathttp://www.sacscoc.org/principles.asp.
2.1.1 Leveragefacultyresearchexpertiseandscholarshiptoaddressthestatesenergyand
environmentalchallenges,aswellasotherregionalandstatewideeconomicanddevelopmental
needs.
2.1.2 Encourage,reward,andprovidesupportforfacultyresearchinappliedpublicpolicy
analysis,focusingonimportantregionalandstatewideissues,includingresearchdonein
partnershipwithoronbehalfofnonprofitandpublicsectororganizations.
2.1.4 Enhancesupportforcreativeartsendeavorstoforgepartnershipswithregionalartand
musicvenues.
2.1.5 Supporthumanitiesbasedresearchtofostertheexplorationofhumankindinanever
changing,diverseworld.
2.1.6
Supportfacultyresearchandoutreachthatpromotefunctionalandculturalliteracies.
2.2
Coordinateregionalandculturaleconomicdevelopmentneeds,initiativesandopportunities
withUNCexpertise,universityresearch,andpotentialfundingsources.
2.2.1 DevelopstrategiesandmechanismstofacilitatebetterinteractionbetweenUNCand
business,industry,community,government,andnonprofitsectors.
2.2.2 Enhancetheabilitytotransfernewideasintocommercialopportunities.Forgecloser
partnershipsamongresearchuniversities,forprofitindustrialresearch,technologytransfer,and
entrepreneurialactivities.
2.2.3 Developcooperativerelationshipsbetweenfacultyandstudentsandthehealthcare
industrytoassurethattheresearcheffortsareconsistentwiththechanginghealthcareneeds
ofNorthCarolina.
2.2.4 Developcooperativerelationshipsbetweenfacultyandstudentsandthebusiness
communitytoassurethattheresearchandcreativeeffortsoftheUNCfacultyareavailableto,
availablefortransformativeuseby,thelocal,nationalandinternationalbusinessworld.
GOAL3:Enhanceresearchbasededucationandoutreachtoassurethatstudentsandfacultyareableto
collaborateinresearchactivitiesanddisseminatetheirresultslocally,nationally,andinternationally.
StrategicDirections
3.1
Educateaworkforceforthefuturethathasbeenexposedtothelatestincurrenttechnologies.
3.2
Createawellinformedandcriticallyengagedpublicthroughbothcurriculumandproductive
engagementwiththecommunity.
3.3
Preparestudentsforworkinaninterdisciplinaryenvironment.
3.4
EnhancetheopportunitiesforundergraduateresearchexperiencesacrosstheUNCsystem.
3.4.1 Providefinancialsupportforsummerundergraduateresearchexperiencesexchange
programsandinternshipsprogramsacrosstheUNCcampuses.
3.4.2 Facilitateinternationalresearchexperiencesforundergraduateandgraduatestudents
viainterinstitutionalexchangeprograms.
3.5
Enhancecompetitivenessingraduateeducation.
3.5.1 Increasethenumberofgraduateassistantshipsandthestipendlevelsavailabletoboth
MastersandPhDlevelstudentsonourcampusestoensurewearenationallycompetitive.
3.5.2 Createincentivesforstateresidentsenrolledingraduateprogramsonourcampuses,
andforindustryfundingofgraduatestudyforemployees.
3.5.3 Provideinstatetuitionwaiverstoqualifiedgraduatestudentssothatwecanremain
competitivewithournationalandregionalpeers.
3.5.4 Increasethenumberofoutofstatetuitionwaiversavailabletograduatestudentson
ourregionalcampusestoensurethatwecontinuetoeducatestudentswhocanservebothour
regionandourstate.
3.5.5 DevelopprofessionalMastersdegreeprogramsthatprovideasolidfoundationinbasic
science,engineering,and/orarts,whiletrainingstudentsforworkinemergingtechnologies,
analyticalmethods,andcomplexsocieties.
3.6
Apply,translate,andcommunicateresearch,scholarship,creativeendeavorstothepublicinan
accessibleandunderstandableformonalocal,national,andglobalscale.
V. Responsible Partnerships: UNC Engagement with the Community

TheUniversityofNorthCarolinais...dedicatedtotheserviceofNorth
Carolinaanditspeople....Themissionoftheuniversity...is
accomplished[inpart]throughpublicservice,whichcontributestothe
solutionofsocietalproblemsandenrichesthequalityoflifeintheState.1
PublicserviceasaprinciplemissionofhighereducationhasalongtraditionintheUnitedStatesandespeciallyinNorth
Carolina.Sinceitscreationin1971,thecriticalconnectionbetweentheUNCandcommunitieslocalandglobalwas
soapparentandessentialthattheenablinglegislationofUNCexplicitlydetailedpublicserviceasthethirddirectwayin
whichtheUniversitymeetstheneedsofthestate.2
Today,tenofoursixteenfouryearinstitutionsareclassifiedasCarnegieCommunityEngagedinstitutions,3fourteen
belongtoCampusCompact,4andvirtuallyallhaveprogramsthatincorporateservicelearning,communityoutreach,and
otherformsofcommunitybasedlearningthatengagestudentsinoutreachandhelpensurethatgraduatesofour
institutionsarebetterpreparedtobegloballyandlocallyawarecitizensandemployees.
ServingourState,Region,andCommunitiesThroughMentoredStudentEngagement
Servicetosocietyisintimatelylinkedwithteachingandresearchandisoftenanimportantimpetusfor,andan
externalityof,effectiveteachingmethodsandengagedscholarship.5Severalstudies(e.g.,Bhaermanet.al.6andEyler
et.al.7)linkengagingstudentsinoutreachandservicelearningactivitieswithsharpenedacademicskills,higherand
morecomplexlevelsofthinking,increasedmotivationtolearn,improvedretention,andothernoteworthyskillsthat
enhancechancesforsuccessintheworkplaceandincitizenship.Involvingstudentsinactiveeconomicenterprises,
regionalbusinesses,governmentagencies,publicschools,nonprofitorganizations,andothercommunitymatters
makesstudentsmoreawareofcurrentadvancesandissuesandbetterpreparesthemforsuccessinarapidlychanging
andglobalsociety.Theimportanceofengagedlearningissuchthatengagedlearningexperiencesareintegraltomany
disciplinesandprograms,particularlythosewithlicensingrequirementssuchasthehealthsciencesandeducation.
Theseexternallearningexperiencestakevariousformsincludingresidencies,internships,cooperativeeducation
programs,studentteaching,andservicelearningplacements.Supervisionfromfacultyandfromparticipatingpartner
mentorsisessentialtothesuccessoftheseengagedlearningopportunities;itisrequiredifcreditistobeawardedfor
theactivity.
Inadditiontodisciplinefocused,creditbearinglearningexperiences,mostUNCcampusesofferstudentsadditional
servicelearningopportunitiesthroughStudentAffairsprograms,cocurricularandextracurricularclubsand
organizations,anduniversitysponsoredcentersandoutreachgroupsallofwhicharesupportedbythefaculty,staff,
andadministrationoftheinstitution.Inherently,themissionandhistoryofeachconstituentinstitutionimpactsthe
3
CommunityEngagementdescribesthecollaborationbetweeninstitutionsofhighereducationandtheirlargercommunities(local,regional/state,
national,global)forthemutuallybeneficialexchangeofknowledgeandresourcesinacontextofpartnershipandreciprocity.FromtheCarnegie
FoundationfortheAdvancementofTeaching(http://classifications.carnegiefoundation.org/descriptions/community_engagement.php)
4
CampusCompactisanationalorganizationthatfosterspublicservicethroughteachingandengagedscholarship.Itiscommittedtobuildingthe
capacityofcollegesanduniversitiestoproducecivicallyengagedgraduatesandstrengthencommunities.
5
EarnestL.Boyer,1990ScholarshipReconsidered:PrioritiesoftheProfessoriate.Princeton,NewJersey:PrincetonUniversityPress.TheCarnegie
FoundationfortheAdvancementofTeaching,147pp.
6
Bhaerman,Robert,et.al.,1998.WhatarethePurportedBenefitsandResultsofServiceLearning,inTheRoleofServiceLearninginEducational
Reform.NC:Simon&SchusterCustomPublishing,pp.3749.
7
Eyler,Janet,et.al.,2001.AtaGlance:WhatWeKnowAbouttheEffectsofServiceLearningonCollegeStudents,Faculty,Institutionsand
Community.ThirdEdition,August31,2001.
2
SectionV(Service)PageV.1
contentandformofitsengagedandexperientiallearningopportunities,aswellastheexpectationsregardingstudent
participation.8
ServingourState,Region,andCommunitiesThroughtheApplicationofFacultyScholarship
Servicethatgrowsoutoffacultyresearchcanrangefrommedicalservicesasnewtreatmentsaredeveloped,tocreating
ornurturingyoungenterprisesintosourcesofcommunitydevelopment,toprovidingprobonoservicestoindigenous
clientsinvolvingnationalissues.Facultyoftenpartnerwithstudentsandthecommunityineffortstoanalyzeand
addressissuesoflocalconcernsuchasemergencyanddisasterpreparedness,townplanning,energymanagement,
preservationofnativespeciesandresources,watershedmanagement,creationofhistoricaldatabases,and
identificationofartifactsandremains.Frequently,facultyofferindirectassistancebyrespondingtotheneedsofsociety
throughthepursuitandarticulationofresearchproblemswhichrequiremoretimeforresolutionandimpactonthe
community.Notonlydoesengagedscholarshipdirectlyservethecommunity,itoftenbringsinasignificantamountof
grantandgiftresourcestosupporttheUniversitybecausetheresolutionofproblemsandservicesitprovidesishighly
valuedbybeneficiaries,thegovernment,andnonprofitagenciesandfoundations.
Thepublicservicethatinstitutionsofhighereducationprovidethroughtheirengagedscholarshipandtheirservice
learningandengagedlearningofferingsisdeemedsoimportantthatassessmentofthatserviceispartoftheSACS
accreditationprocessforinstitutionaleffectiveness.Inparticular,eachinstitutionmustidentifyexpectedoutcomes,
assesstheextenttowhichitachievestheseoutcomes,andprovideevidenceofimprovementforpublicservicebasedon
analysisoftheresults.9Effortstomeasuretheimpactofthisworkarewellunderwayinacollaborativecrosscampus
UNCinitiativeoncommunityandeconomicdevelopment.10ItisclearthatOutreachandEngagementisoneofthe
mostpowerfulwaysthattheUniversityservesallNorthCaroliniansandshouldremainanessentialpartofthe2013
2018StrategicDirectionsfortheUNCSystem.
ServingourStatebyIncreasingAccess,Diversity,andGlobalAwareness
PastdecadeswitnessedincreasesinmigrationtotheStateandanincreaseinpopulation.ThedemographicsofNorth
Carolinahavechangedandwillcontinuetochangeindecadestocome.11Toadvancethewellbeingoftheentirestate,
theUNCsystemmustadapttotheneedsofanincreasinglyglobalcitizenrybyfosteringaccesstohighereducationforan
increasinglydiverseNorthCarolinapopulation.
Accesstohighereducationforallremainsboththekeytopoliticalparticipationandthesurestroadtheemancipationof
theindividual.InrecognizingtheservicehighereducationprovidestowardtheadvancementoftheStateandits
citizenry,theConstitutionofNorthCarolinastipulatesthatthebenefitsofhighereducationaretobeextendedtoall
peopleoftheState.12Hence,UNCmustdrawfromournationshistoryandfindwaystomakehighereducation
availabletoitsinternalmigrants,toitsnewimmigrantsofEthnicEuropean,Latino/Spanishspeaking,AsianandAfrican
origin,andtopersonswhoaredifferentlyabledortraditionallyexcludedfromcompleteintegrationintheAmerican
publicsphere.
Asacurrentlyminor,butincreasinglyimportantpartofeducatingourcitizensforthisnewlyglobalpopulation,the
majorityoftheUNCcampuseshaveinternationalprogramsthatallowfacultyandstudentstotravelaroundtheworldto
Forexample,NorthCarolinaCentralUniversityundergraduatedegreesrequire120hoursofcommunityserviceandUNCChapelHillhasa
graduationdistinctionofPublicServiceScholar,
9
SeeSACSPrinciplesofAccreditationathttp://sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf.
10
CombinedReportfromtheCommunityEngagementMetricsTaskforceandtheEconomicDevelopment
MetricsTaskforce.Thisiscurrentlyindraftform.
11
See,forexample,thepresentationtotheUNCStrategicDirectionsAdvisoryCommitteeonDisruptiveDemographics,byJamesH.Johnson,Jr.,
(https://www.northcarolina.edu/strategic_direction/meetings/doc.php?code=strategic&id=32483)
12
NorthCarolinaConstitution,ArticleIX,Section9.

participateinavarietyofacademicandserviceorientedprojects.Facultyandstudentshavetravelledtocollaborate
withAfricancommunitiestosolveissuesofAIDSandfamine,tocollaboratewithcommunitiesintheMiddleEastto
studyissuesofpoliticalandreligiousunrest,andtocollaboratewithcommunitiesinEuropeandAsiatosolveelection
irregularities.Participationininternationaltravel,engagement,andlearningexperiencesaspartoftheiracademic
trainingallowsstudentstolearnaboutissuesofdiversecultures,economies,andsocieties,andpreparesthemforthe
competitive,diverse,andglobalworldthatawaitsthemintheirhomestateandbeyond.
TheFacultyAdvisoryCommitteetotheUNCStrategicDirectionsCommittees(FAC)recognizesthatpublicinvolvement
canpromptconversationswithandamongcommunitieswhomightnototherwiseengagewithsuchvehiclesasscholarly
publicationsandthat,assuch,engagementbecomesawayofaccessiblyintegratingscholarshipandpubliclife.We
furtherrecognizethatinvolvingstudentsinengagedlearningactivitiesisimportanttotheirsuccessincollegeand
beyond.Hence,toensurethesuccessofourstudentsinagloballycompetitiveworldandinsupportoftheUNCs
missiontoservethepeopleofNorthCarolina,theFACrecommendsthefollowingsystemwidegoalsandstrategic
directions.
GOAL1:Strivetoidentify,connect,andsupportcollaborationsbetweennonprofits,governmentagencies,
andeconomicenterprisesthatfacilitateteachingandscholarshipobjectivesandservethecommunity.
StrategicDirections
1.1
Developasystemlevel,academicServiceandEngagementOfficethatwouldworkwiththe
currentofficeofInternational,Community,andEconomicEngagementtofacilitate,develop,and
coordinateconnectionsbetweenserviceandcommunitybasedlearningopportunitiesandinterested
UNCfacultyandstudentsthroughoutthestate.Thisnewofficewillbeeasilyidentifiabletothe
communityandconstituentcampuses,andmayserveasanaccesspointforanyneededengagement
andserviceopportunities.
1.1.1 Ensurethatopportunitiestocollaboratewithfacultyandstudentsareastransparentas
feasibletotheexternalcommunities.
1.1.2 Totheextentpossible,eachcampus,college,orprofessionalschoolwillhavecentral
officethatiseasilyidentifiablebythepublicandcanbeusedtomaketheinitialconnections
betweenserviceandcommunitybasedlearningopportunitiesandinterestedfaculty.
1.1.3 Makebasicresources(e.g.,transportation,communication,andinternetdocumentation
ofprojects)availabletofacultywhointerestedinpursuingoffcampusopportunities.(Note
that,frequently,thetimetableandscaledonotpermitmatchingasponsoredresearchor
teachingprojectwiththecommunityneeds.)
1.1.4 CreateaUNCsystemwebsite,similartoREACHNC(reachnc.org),thatwillbe
maintainedbytheUNCServiceandEngagementOffice.Thissitewillserveasaportalthat
allowsuserstoidentifypotentialcollaborationswithUNCcampusesandfacultytosolve
problemsofinteresttothecommunity.
1.2
Developastrategicplanforscholarlypublicserviceoneachcampusthatisdetailedandspecific
indefinitionandscopeandisconsistentwiththecampusmission.
GOAL2:UNCshouldsupportexpandingglobalengagementandserviceactivitiesforstudents,faculty,and
staff.
2.1
LeveragetheexpertiseandreputationofUNCfacultyandprogramstoincreasethenumberof
academicandscholarlyexchangeprogramsforfacultyandstudents.
2.2
Seekcollaborationsandfundingsourcesthatwillmakeparticipationinstudyabroador
internationalexchangeprogramsafinanciallyfeasibleopportunityforstudents,facultyandstaff.
2.3
Fosterandpromotemulticampusservicelearningprogramsbothabroad,nationally,andwithin
thestate.
GOAL3:Strivetocomplementtraditionalacademicsubjectsthroughservicelearningprojectsthatincrease
motivationamongstudentsandteachstudentstheimportanceofcivicengagement.
3.1
Supportservicelearningprojectsthatenhancethestudentsawarenessoftheneedsoftheir
localcommunity.
3.2
Supportservicelearningprojectsthatallowfacultyandstudentparticipationinnationalissues.
3.3
Supportservicelearningprojectsthatallowfacultyandstudentparticipationininternational
issues.
Goal4:StrivetoincreaseaccesstohighereducationtoallNorthCarolinians
4.1.
Maintainhighereducationaffordability.
4.2.
Helpensurethatallstudentsarebetterpreparedtosucceedacademicallyincollege.
4.3. Increaseaccesstohighereducationtopersonswhoaredifferentlyabledortraditionally
excludedfromcompleteintegrationintheAmericanpublicsphere.
4.4. IncreaseaccesstoUNCeducationalprogramstotraditionalstudents,nontraditionalstudents,
andlifelonglearners.
GOAL5:Strivetorewardengagedscholarshipintheirpromotionandtenureprocedures.
5.1
Recognizetheoutputofengagedscholarshipengagementasasignificantcomponentofa
facultymembersprofessionalachievements.
5.2
Whenitispossibletoevaluatebothqualityandimpact,considerengagedscholarshipaspartof
afacultymembersscholarlyachievement.
VI. Concluding Remarks

"Ibelievethattheindividualityofeachinstitutionshouldberecognizedbythe
ConsolidatedOffice[UNC],thismeansyoushouldbefreetoworkwithyourfaculty
committeesinsettingupthestudyyouwishtomake,implementingtheworkthat
shouldbedone,andmakingthedecisionsandrecommendationsthatmustbemade."1
TheFacultyAdvisoryCounciltotheUNCStrategicDirectionsCommitteeisincompleteagreementwiththeUNC
President'sOfficeandBoardofGovernorsabouttheneedforcoordinationandcollaborationbetweenUNCcampuses,
theNorthCarolinaCommunityCollegeSystem,andourK12schoolsinordertomoreefficientlyuseNCresources,
developeffectivemeasuresofprogress,andplanfortheuncertaintyofaglobalworld.Wealsobelievethatthiscanbe
mosteffectivelyaccomplishedbytheleadershipandfacultyofeachconstituentinstitutiontogetherchartingthecourse
thatismostrelevanttothemission,resources,comparativeadvantage,andopportunitiesavailableoneachcampus.
TheUniversityofNorthCarolinaisacultural,social,scientific,andeconomicbridgethatisrootedinitspastvalueswhile
workingtowarditsfuture.GenerationsofNorthCarolinianshavebothbenefittedfromandcontributedtothe
University'sgreatness.ItisimperativethattheUniversitycontinuestoadapttoeachgeneration'schangingneeds
andbeasteadybeaconoflightforfuturegenerations.
LetterfromPresidentWilliamFridaytoChancellorWilliamAycockofUNCatChapelHillSeptember17,1957.Source:Snider,William,D.,1992.
LightontheHill:AHistoryoftheUniversityofNorthCarolinainChapelHill.UNCPress,p.260.
SectionVI(ConcludingRemarks)PageVI.1

Faculty Advisory Council Our University Our Future 2013

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Faculty Advisory Council Our University Our Future 2013

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Our

University, Our Future: A Faculty Vision for UNC Strategic Directions

II. The UNC Guarantee for Baccalaureate Study

III. Strengthening and Assessing Academic Quality

V. Responsible Partnerships: UNC Engagement with the Community

VI. Concluding Remarks

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